Family–Teacher Relationships and Child Engagement in Early Care and Education

Hillary R. Lewis (), Shannon T. Lipscomb, Bridget E. Hatfield, Roberta Weber, Beth Green and Lindsey Patterson
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Hillary R. Lewis: College of Public Health and Human Sciences, Oregon State University, Corvallis, OR 97331, USA
Shannon T. Lipscomb: College of Public Health and Human Sciences, Oregon State University-Cascades, Bend, OR 97702, USA
Bridget E. Hatfield: College of Public Health and Human Sciences, Oregon State University, Corvallis, OR 97331, USA
Roberta Weber: College of Public Health and Human Sciences, Oregon State University, Corvallis, OR 97331, USA
Beth Green: Center for Improvement of Child and Family Services, Portland State University, Portland, OR 97201, USA
Lindsey Patterson: Center for Improvement of Child and Family Services, Portland State University, Portland, OR 97201, USA

Societies, 2023, vol. 13, issue 3, 1-14

Abstract: Young children’s positive interactions with teachers and peers in early care and education (ECE) settings support the development of their social and academic skills. Identifying malleable factors that contribute to children’s positive engagement in these interactions is important in supporting early development. The current study examines one potential malleable factor that could be bolstered through supports for families and teachers alike: family–teacher relationships. We investigate associations between three specific domains of family–teacher relationships and children’s engagement in ECE, so that findings are specific and relevant to intervention. We examine data from Oregon’s Quality Rating Improvement System Validation Study; a diverse sample of 492 preschool-aged children in center-based ECE participated. Children’s engagement was directly observed; parents reported their perception of family–teacher relationships. Multilevel models examined the associations between family–teacher relationships and children’s positive engagement with teachers and peers in ECE classrooms. Results indicate a positive significant relationship between practices and children’s positive engagement with teachers. Although this association was not causal, it suggests that teachers who collaborate and communicate with families, respond to family feedback and cultural values, and demonstrate a family-focused concern may help children engage more positively with teachers. Findings are discussed, limitations addressed, and future directions provided.

Keywords: family–teacher relationships; child engagement; family engagement; early care and education (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2023
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